Craft+and+Structure

“It is a Tale… Full of Sound and Fury”toc

MODULE 4 OVERVIEW

READING CLOSELY AND WRITING TO ANALYZE

ESSENTIAL QUESTION
//How do authors use craft and structure to develop characters and ideas?//

This module f ocuses on students reading, discussing, and analyzing nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate. Students also explore how texts are interpreted visually, both on screen and on canvas. It also builds upon the key protocols and routines for reading, writing, and discussion that were established in Module 10.1 and developed throughout Modules 10.2 and 10.3.

Common Core Standards
**RL.9-10.1** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. **RL.9-10.4** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. **RL.9-10.10** By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. **RI.9-10.1** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. **RI.9-10.4** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. **RI.9-10.10** By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. **W.9-10.9** Draw evidence from literary or informational texts to support analysis, reflection, and research. **W.9-10.10** Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of purposes, tasks, and audiences. **SL.9-10.1** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. **L.9-10.4.a–d** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies (a–d).
 * Reading- Literature **
 * CCS Standards: Reading – Informational Text **
 * CCS Standards: Writing **
 * CCS Standards: Speaking & Listening **
 * CCS Standards: Language **

** Unit I **
Students read E. B. White’s personal essay “Death of a Pig.” The essay thus serves as a foundation for two important discussions: one around the elements tragedy, in preparation for work with Macbeth in 10.4.2; and one around the structure of a narrative essay.
 * “Once in a while, something slips-” **

Students will be required to: 1) Read closely for textual details 2) Annotate texts to support comprehension and analysis 3) Engage in productive evidence-based discussions about text 4) Collect and organize evidence from texts to support analysis in writing 5) Collect and organize evidence from texts to support claims made in writing 6) Use vocabulary strategies to define unknown words
 * Suggested Student Objectives **

** Unit II **
Students read William Shakespeare’s Macbeth in its entirety, analyzing how Shakespeare’s structural choices and use of language contribute to the development of characters and central ideas (e.g., imbalance and disorder, contemplating mortality, fate versus agency, and appearance versus reality). Students also consider representations of Macbeth in other media, first in paintings by Joseph Anton Koch and Henry Fuseli and then in film, via Akira Kurosawa’s Throne of Blood and the Royal Shakespeare Company 2010 production of Macbeth directed by Rupert Goold.
 * “There’s no art/ To find the mind’s construction in the face” **

Students will be required to: 1) Read closely for textual details 2) Annotate texts to support comprehension and analysis 3) Engage in productive evidence-based conversations about text 4) Determine meaning of unknown vocabulary 5) Independently preview text in preparation for supported analysis 6) Provide an objective summary of the text 7) Paraphrase and quote relevant evidence from a text 8) Construct an argument 9) Analyze various treatments of a text across different media 10)Write original evidence-based claims 11)Generate and respond to questions in scholarly discourse
 * Suggested Student Objectives **

** Unit III **
Students read excerpts from The Prince by Niccolò Machiavelli. Students continue to explore central ideas similar to those present in 10.4.1 and 10.4.2, such as the relationship between appearance and reality and the intersection of morality and ambition with imbalance and disorder. Students also analyze Machiavelli’s use of rhetoric to advance his point of view. Students also have a discussion about how Machiavelli’s ideas about leadership might apply to the character of Macbeth.
 * “… to know the nature of the people well one must be a prince, and to know the nature of princes well one must be of the people.” **

Students will be required to: 1) Read closely for textual details 2) Annotate texts to support comprehension and analysis 3) Engage in productive, evidence-based conversations about texts 4) Determine meaning of unknown vocabulary 5) Independently preview text in preparation for supported analysis 6) Provide an objective summary of the text 7) Paraphrase and quote relevant evidence from a text 8) Analyze how an author uses rhetoric to advance his point of view 9) Write original evidence-based claims 10)Generate and respond to questions in scholarly discourse
 * Suggested Student Objectives **

Academic Vocabulary
text-specific writing strategies structure point of view central idea annotate diction cite supporting detail develop paraphrase structure characterization imagery claim tone close reading analyze narrative essay tragedy dialogue comparison repetition order of time and events

** Primary Readings **
Unit 1: “Once in a while, something slips-” Personal Essay
 * “Death of a Pig” E. B. White

Unit 2: “There’s no art/ To find the mind’s construction in the face” Unit 3:
 * Macbeth William Shakespeare
 * The Prince Niccolò Machiavelli

Resource Links
Found on Engageny.org Analyze nonfiction: Central and main Ideas pdf Identify and infer character traits pdf Inferring traits and supporting with evidence pdf Answer the BIG Question with Examples and Evidence pdf

These resources are referenced throughout the activities section of this unit.

EngageNY

ReadWriteThink Lesson Planet Web English Teacher Sparknotes Google Images Grammar and spelling conventions: http://owl.english.purdue.edu/

Activities
Independent Reading: Double-entry journals Group Discussions Blog Discussions Socratic seminars Think-Pair-Share

Argumentative Essay Comparative Analysis Writing Literary Analysis Essay
 * Essays **

Assessments
Module Post-Assessment:

1) Select a central idea common to Macbeth and either White’s “Death of a Pig” or Machiavelli’s The Prince. Discuss how each author uses structure, character, word choice, and/or rhetoric to develop this common idea. Explain the nuances in each author’s treatment of the idea.